Hogeschool van Amsterdam

Kenniscentrum Onderwijs en Opvoeding

Effects of Guided Oral Reading Interventions on Reading Skills of Poor Readers in Grades 2 through 4.

Artikel

Guided oral reading is an established intervention for poor readers in the early grades of primary school. Students who read or reread passages aloud as they receive guidance and feedback are likely to become better readers. As an instructional technique, guided oral reading comes in many formats, depending on, for instance, the amount of rereading, the person offering guidance (teachers, teaching assistants, parents, tutors or peers) and the group size (class, small group, pairs or individuals). This article focuses on guided oral reading as remedial practice for students who lag behind in reading fluency. These ‘dysfluent’ readers are likely to encounter dif ficulties in developing reading comprehension (RC) and vocabulary (VOC). Making sense of a text presupposes virtually effortless and flawless decoding. If reading problems persist, students run the risk of being held back a grade or referred to special education.

Referentie

Oostdam, R., & Blok, H. (2013). Effects of Guided Oral Reading Interventions on Reading Skills of Poor Readers in Grades 2 through 4. Paper presented in the symposium ‘Effective Reading Interventions in Primary Education’.  Conference for Research on Learning and Instruction, Munich, August 27-31, Germany.

Gepubliceerd door  Centre for Applied Research in Education 26 mei 2014